AN ATTEMPT TO IMPROVE PERCEPTIONS OF EDUCATIONAL-EVALUATION RESEARCH

The present study examined pre- and posttraining scores of educators' perceptions of evaluation research as a function of inservice training. In all, 126 (97 women and 29 men) practitioners participated. Repeated measures analyses of variance indicated significant improvement in perceptions of evaluation research after training. Nonsignificant interaction effects regarding experience level, gender, and the repeated measure were obtained. Implications of these findings are discussed,